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Course Syllabus

Course Information
Language Acquisition (COMD 6307-081)
Th 2:00 p.m. - 4:45 p.m., GR4.428
Fall, 2006

Professor Contact Information


Instructor: Dr. Mandy J. Maguire
mandy.maguire@utdallas.edu
Office: GR 4.802 (214-905-3163)
Office hours: Monday 11:30-12:30 or by appointment

T.A.: Ariela Jokel, MS, CCC/SLP


ariela@utdallas.edu
Office: GR 4.802 (972-883-2241)
Office hours: Wednesday 11:30-12:30 or by appointment

Course Pre-requisites, Co-requisites, and/or Other Restrictions


None.

Course Description
This course provides an overview of language development, focusing on theories, experimental findings
and milestones in typically developing children. The course will cover theories of language acquisition and
development, the biological basis of acquisition and development, and the basic stages of typically and
atypically developing populations with regard to language. Assigned readings come from the text listed
below. Students are encouraged to be active participants in class discussions.

This course has been designed to ensure that students demonstrate required knowledge and skill as
outlined in the Standards and Implementation Guidelines for the Certificate of Clinical Competence
in Speech-Language Pathology. The specific standards addressed in this class are: III-B, III-F, IV-
B, IV-G.

Student Learning Objectives


Students will:
• Be able to break down foundation knowledge in speech and language sciences (STD. III-B)
• Be able to assess biological, neurological, psychology, developmental and cultural bases of
communication disorders (STD. III-B, IV-G)
• Discuss and illustrate the cultural correlates of communication with patients and families from diverse
cultural/linguistic backgrounds (STD. III-B, IV-G)
• Recognize and differentiate among fundamental concepts and theories in language acquisition,
development and processing (STD. III-B)
• Compare, discuss, and critically assess research findings and theories in language acquisition (STD.
III-B, III-F, IV-B)

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Required Textbooks and Materials
Hoff, E. (2005). Language Development (3rd Edition), Wadsworth/Thomson Learning.

Students are strongly encouraged to do the assigned readings before coming to each class.

Lecture outlines and announcements will be placed on Blackboard (http://blackboard.utdallas.edu)


weekly. It is the student’s responsibility to check Blackboard regularly for class information.

Assignments & Academic Calendar


**These descriptions and timelines are subject to change at the discretion of the instructor

Date Topic Readings

Aug. 17 Introduction and Course Information


Movie- Baby Talk/discussion

Aug. 24 Theories and methods of language development Ch. 1

Aug. 31 Human brain and language Ch. 2

Sept.7 What is phonology? Prelinguistic abilities Ch. 3: pp. 90-120

Sept 14 Phonological Development Ch. 3: pp. 120-135

Sept 21 Exam 1

Sept 28 Course of lexical development


How are new words learned? Ch. 4

Oct 5 Early grammar development Ch. 5: pp. 182-205

Oct. 12 Comprehension and theories of grammar development Ch. 5: pp. 205-237

Oct. 19 Communicative Competence Ch. 6: pp

Oct. 26 Language in special populations Ch. 7

Oct. 2 Exam 2

Oct. 9 Childhood bilinguialism Ch. 8

Oct. 16 Lanugage in the school years Ch. 9


Graduate student papers due

Oct. 30 Final Exam

Graduate student paper assignment: Language development covers a large range of topics and many
students, particularly graduate students, may have their own interests. As a result, this paper gives students
the opportunity to research an area of particular interest in more detail. These papers are meant to be a
review of current literature discussing any topic related to language development. Examples of possible
topics (these are just examples; students are encouraged to come up with their own topics):

• What is the relationship between Specific Language Impairment (SLI) and Learning Disability (LD)?

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• What are the various theories of Autism? How have these theories changed over the past decades?
• Problems related to cross-cultural and cross-linguistic research.
• Effects of early hearing loss on language development and effective interventions.
• Language development in deaf populations and the cochlear implant culture clash.

Paper topics must be approved by the instructor by June 12th. Final papers are due by the beginning of
class on July 10th. They must be in APA format, double-spaced, 12 point font, 5-7 pages not including
references. Your paper must include a review and integration of at least 4 peer-reviewed journal articles.
Late papers will NOT be accepted.

Grading Policy
Acquired knowledge will be assessed via quizzes and exams, which will cover information presented in
lectures, readings and videotapes. Knowledge will be applied and skills demonstrated via class discussion,
quizzes and exams, and the graduate student paper.

Assignment: Percentage:
Midterm Exam 25%
Final Exam 35%
Quizzes (best 4 out of 5) 20%
Final Paper 20%

ASHA STANDARDS ADDRESSED IN THIS CLASS: How knowledge is conveyed and how
knowledge and skill acquisition will be demonstrated

Standard III – B
The applicant must demonstrate knowledge of basic human communication and swallowing processes,
including their biological, neurological, acoustic, psychological, developmental, and linguistic and cultural
basis. Knowledge will be conveyed via class lectures and readings. Acquisition will be demonstrated via
class discussions, quizzes and exams, and the graduate student paper.

Standard III – F
The applicant must demonstrate knowledge of processes used in research and the integration of research
principles into evidence-based clinical practice. Knowledge will be conveyed via class lectures and
readings. Acquisition will be demonstrated via class discussions, quizzes and exams, and the graduate
student paper.

Standard IV – B
The applicant must possess skill in oral and written or other forms of communication sufficient for entry
into professional practice. Knowledge will be conveyed via class lectures and readings. Acquisition will be
demonstrated via class discussions, quizzes and exams, and the graduate student paper.

Standard IV-G
The applicant for certification must complete a program of study that includes supervised clinical
experiences sufficient in breadth and depth to achieve the following skills outcomes (in addition to clinical
experiences, skills may be demonstrated through successful performance on academic coursework and
examinations, independent projects or other appropriate alternative methods). Specific knowledge will be
demonstrated in this class in the area of fluency. Knowledge will be conveyed via lectures and readings.
Acquisition will be demonstrated via class discussion and projects.

Students will demonstrate the following skills:


1. Discuss and explain the domains of language.
As measured by:

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Successful completion of quizzes, exams and class discussion, and graduate student paper.
2. Identify the biological bases underpinning language development.
As measured by:
Successful completion of quizzes, exams and class discussion, and graduate student paper.
3. Discuss and explain theories of language development.
As measured by:
Successful completion of quizzes, exams and class discussion, and graduate student paper.
4. Identify phonological aspects normal language development.
As measured by:
Successful completion of quizzes, exams and class discussion, and graduate student paper.
5. Discuss and explain semantic components of language development.
As measured by:
Successful completion of quizzes, exams and class discussion, and graduate student paper.
6. Identify and describe the grammatical components of normal language.
As measured by:
Successful completion of quizzes, exams and class discussion, and graduate student paper.
7. Discuss pragmatic development.
As measured by:
Successful completion of quizzes, exams and class discussion, and graduate student paper.
8. Identify differences in language development and use across different linguistic, cultural and
socioeconomic groups.
As measured by:
Successful completion of quizzes, exams and class discussion, and graduate student paper.
9. Identify and describe the impact of language disorders on reading and academics.
As measured by:
Successful completion of quizzes, exams and class discussion, and graduate student paper.
10. Identify and discuss populations who do not develop language in a typical manner.
As measured by:
Successful completion of quizzes, exams and class discussion, and graduate student paper.

Course & Instructor Policies


• While class attendance will not be monitored, it should be noted that regular attendance is required to
do well in the course.
• Five in-class quizzes will be given throughout the semester, and the 4 highest scores will be included
in the quiz component of the final course grade. Quizzes will be given at the beginning of the class.
There will be NO make-up quizzes for students who are tardy or absent on a quiz day.
• Two exams will be given throughout the semester, and students are expected to arrive for the exams on
time. Students who arrive late for an exam will not be permitted to take that exam.
• MAKE-UP EXAMS are only given in extreme cases with appropriate written documentation and at
least 12 hours notification. In case of emergency or illness, you are to notify the instructor before the
scheduled exam. If you are given a chance to take a make-up exam, it will be in a different format and
must be completed within a week of the original test date.
• Quizzes and exams will cover assigned readings, class lectures, discussions and movies.

Professional Dispositions
Professional dispositions refer to the values, commitments, and professional ethics that influence behaviors
toward instructors, peers, and those in the community. Dispositions are guided by beliefs and attitudes
related to values such as caring, fairness, honesty, responsibility, and social justice. Students will
demonstrate professional dispositions by exhibiting the following professional behaviors:
1. Arriving at class at the designated class start time.
2. Turning off all cell phones and pagers prior to entering the classroom.
3. Preparing for class by reading the assigned materials.
4. Participating in class discussions in a constructive manner.
5. Interacting in a professional manner (verbally and nonverbally) with the instructor and other students.

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6. Taking responsibility for his/her professional learning.
This list of professional behaviors is not limited. Other professional behaviors may be taken into account by
the instructor when grading the student at the end of the semester.

Field Trip Policies


Off-campus Instruction and Course Activities

Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University
policies and procedures regarding travel and risk-related activities. Information regarding these rules and
regulations may be found at the website address
http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.htm. Additional information is available
from the office of the school dean. Below is a description of any travel and/or risk-related activity
associated with this course.

Student Conduct & Discipline

The University of Texas System and The University of Texas at Dallas have rules and regulations for the
orderly and efficient conduct of their business. It is the responsibility of each student and each student
organization to be knowledgeable about the rules and regulations which govern student conduct and
activities. General information on student conduct and discipline is contained in the UTD publication, A to
Z Guide, which is provided to all registered students each academic year.

The University of Texas at Dallas administers student discipline within the procedures of recognized and
established due process. Procedures are defined and described in the Rules and Regulations, Board of
Regents, The University of Texas System, Part 1, Chapter VI, Section 3, and in Title V, Rules on Student
Services and Activities of the university’s Handbook of Operating Procedures. Copies of these rules and
regulations are available to students in the Office of the Dean of Students, where staff members are
available to assist students in interpreting the rules and regulations (SU 1.602, 972/883-6391).

A student at the university neither loses the rights nor escapes the responsibilities of citizenship. He or she
is expected to obey federal, state, and local laws as well as the Regents’ Rules, university regulations, and
administrative rules. Students are subject to discipline for violating the standards of conduct whether such
conduct takes place on or off campus, or whether civil or criminal penalties are also imposed for such
conduct.

Academic Integrity

The faculty expects from its students a high level of responsibility and academic honesty. Because the
value of an academic degree depends upon the absolute integrity of the work done by the student for that
degree, it is imperative that a student demonstrate a high standard of individual honor in his or her
scholastic work.

Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to applications for
enrollment or the award of a degree, and/or the submission as one’s own work or material that is not one’s
own. As a general rule, scholastic dishonesty involves one of the following acts: cheating, plagiarism,
collusion and/or falsifying academic records. Students suspected of academic dishonesty are subject to
disciplinary proceedings.

Plagiarism, especially from the web, from portions of papers for other classes, and from any other source is
unacceptable and will be dealt with under the university’s policy on plagiarism (see general catalog for
details). This course will use the resources of turnitin.com, which searches the web for possible plagiarism
and is over 90% effective.

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Email Use

The University of Texas at Dallas recognizes the value and efficiency of communication between
faculty/staff and students through electronic mail. At the same time, email raises some issues concerning
security and the identity of each individual in an email exchange. The university encourages all official
student email correspondence be sent only to a student’s U.T. Dallas email address and that faculty and
staff consider email from students official only if it originates from a UTD student account. This allows the
university to maintain a high degree of confidence in the identity of all individual corresponding and the
security of the transmitted information. UTD furnishes each student with a free email account that is to be
used in all communication with university personnel. The Department of Information Resources at U.T.
Dallas provides a method for students to have their U.T. Dallas mail forwarded to other accounts.

Withdrawal from Class

The administration of this institution has set deadlines for withdrawal of any college-level courses. These
dates and times are published in that semester's course catalog. Administration procedures must be
followed. It is the student's responsibility to handle withdrawal requirements from any class. In other
words, I cannot drop or withdraw any student. You must do the proper paperwork to ensure that you will
not receive a final grade of "F" in a course if you choose not to attend the class once you are enrolled.

Student Grievance Procedures

Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of the
university’s Handbook of Operating Procedures.

In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of
academic responsibility, it is the obligation of the student first to make a serious effort to resolve the matter
with the instructor, supervisor, administrator, or committee with whom the grievance originates (hereafter
called “the respondent”). Individual faculty members retain primary responsibility for assigning grades and
evaluations. If the matter cannot be resolved at that level, the grievance must be submitted in writing to the
respondent with a copy of the respondent’s School Dean. If the matter is not resolved by the written
response provided by the respondent, the student may submit a written appeal to the School Dean. If the
grievance is not resolved by the School Dean’s decision, the student may make a written appeal to the Dean
of Graduate or Undergraduate Education, and the deal will appoint and convene an Academic Appeals
Panel. The decision of the Academic Appeals Panel is final. The results of the academic appeals process
will be distributed to all involved parties.

Copies of these rules and regulations are available to students in the Office of the Dean of Students, where
staff members are available to assist students in interpreting the rules and regulations.

Incomplete Grade Policy

As per university policy, incomplete grades will be granted only for work unavoidably missed at the
semester’s end and only if 70% of the course work has been completed. An incomplete grade must be
resolved within eight (8) weeks from the first day of the subsequent long semester. If the required work to
complete the course and to remove the incomplete grade is not submitted by the specified deadline, the
incomplete grade is changed automatically to a grade of F.

Disability Services

The goal of Disability Services is to provide students with disabilities educational opportunities equal to
those of their non-disabled peers. Disability Services is located in room 1.610 in the Student Union. Office
hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.;
and Friday, 8:30 a.m. to 5:30 p.m.

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The contact information for the Office of Disability Services is:
The University of Texas at Dallas, SU 22
PO Box 830688
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)

Essentially, the law requires that colleges and universities make those reasonable adjustments necessary to
eliminate discrimination on the basis of disability. For example, it may be necessary to remove classroom
prohibitions against tape recorders or animals (in the case of dog guides) for students who are blind.
Occasionally an assignment requirement may be substituted (for example, a research paper versus an oral
presentation for a student who is hearing impaired). Classes enrolled students with mobility impairments
may have to be rescheduled in accessible facilities. The college or university may need to provide special
services such as registration, note-taking, or mobility assistance.

It is the student’s responsibility to notify his or her professors of the need for such an accommodation.
Disability Services provides students with letters to present to faculty members to verify that the student
has a disability and needs accommodations. Individuals requiring special accommodation should contact
the professor after class or during office hours.

Religious Holy Days

The University of Texas at Dallas will excuse a student from class or other required activities for the travel
to and observance of a religious holy day for a religion whose places of worship are exempt from property
tax under Section 11.20, Tax Code, Texas Code Annotated.

The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding the
absence, preferably in advance of the assignment. The student, so excused, will be allowed to take the
exam or complete the assignment within a reasonable time after the absence: a period equal to the length of
the absence, up to a maximum of one week. A student who notifies the instructor and completes any missed
exam or assignment may not be penalized for the absence. A student who fails to complete the exam or
assignment within the prescribed period may receive a failing grade for that exam or assignment.

If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of observing a
religious holy day] or if there is similar disagreement about whether the student has been given a
reasonable time to complete any missed assignments or examinations, either the student or the instructor
may request a ruling from the chief executive officer of the institution, or his or her designee. The chief
executive officer or designee must take into account the legislative intent of TEC 51.911(b), and the student
and instructor will abide by the decision of the chief executive officer or designee.

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